This article focuses on courses with an academic writing component (E-type courses) at the Universidad de los Andes as educational innovation. Such courses aim to develop skills such as critical thinking and argumentation, as well as to strengthen disciplinary knowledge. Thus, by studying three cases of E-type courses and techniques such as interview and documentary analysis, the aim is to reach an understanding of the forms of appropriation of teachers in the face of the intensity of change that this innovation entails. The observed results allow us to conclude that the change is mainly fundamental, since core aspects of the courses are transformed.